Dates/Times: Meetings held via daily via wiki, July 20-30
Topic/Curriculum Standards: English Language Arts/ Social Studies/Technology
Main Lesson: Students will use knowledge obtained through prior lessons in the unit to develop a greater understanding of the Cherokee culture and the importance of the oral storytelling tradition through the study of selected traditional literature (folktales, myths, and legends), and by the creation of a digital storytelling project.
English Language Arts and Reading: (3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to: (A) summarize and explain the lesson or message of a work of fiction as its theme; and (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.
(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting;
(17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.
Social Studies: 113.6 (1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to: (A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and
(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas;
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
Technology: 5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics 10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience
AASL Standards: Inquire, think critically, and gain knowledge. 1.1 Skills: 1.1.2 Use prior and background knowledge as context for new learning. 1.1.3 Develop and refine a range of questions to frame the search for new understanding. 1.1.9 Collaborate with others to broaden and deepen understanding. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. 2.1 Skills: 2.12 Organize knowledge so that it is useful. 2.2 Dispositions in Action: 2.2.4 Demonstrate personal productivity by completing products to express learning. Share knowledge and participate ethically and productively as members of our democratic society. 3.1 Skills: 3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess. 3.1.6 Use information and technology ethically and responsibly.
Relevance to Students: Students will find the importance of other cultures in their world by learning of the Cherokee people, their struggles and determination during the East Texas War and the Trail of Tears. In relation to the world of the student; the students will realize how the Cherokee people influenced their world through the questioning process modeled by both educators. Students will gain an understanding of the value of the oral storytelling tradition in the Cherokee culture as they make text-self connections.
Evaluation Tools: Students will use rubric for self-assessing work Student checklist for success with digital storytelling project http://pblchecklist.4teachers.org/view.php3?id=323015 Teacher assessment for student’s final product
Resources: Some of the resources listed below will be used for prior lessons, the introduction to the main lesson, the modeling process, and as examples of student’s finished work. Remaining resources will be used as reference material for students to gather information, or complete lesson extensions, or subsequent lessons.
Print Materials:
Claro, Nicole. The Cherokee Indians. 1992. New York: Chelsea House Publishers. $20.85 (978-0791016527)
Everett, Dianna. Texas Cherokees: A People Between Two Fights 1819-1840. 1995. Norman, OK: University of Oklahoma Press. $18.85. (080612296X)
Ross, Gayle. How Rabbit Tricked Otter and Other Cherokee Trickster Stories. Illus. by Murv Jacob. 1994. 79p. New York: Harper Collins Publishers. $17.00 (978-0060212858)
Tapper, Suzanne Cloud. The Cherokee: A Proud People. 2005. Berkely Heights, NJ: Enlow Elementary. $17.95 (978-0766024540)
Graphic organizers: Venn diagram Notemaking Graphic Organizer Text to Self Connection Text to World Connection Storyboard template
Materials: Interactive whiteboard Document camera/projector Paper/Pencils/Note cards Access to computer lab Headphones with microphones
Prior lessons: Lesson #1: Taught by classroom teacher prior to the main lesson: Texas history and impact of the Cherokee people coming to Texas during the time of the “civilization movement” by using a drama play: “The Journey to Texas”.
Lesson #2: Co-taught by teacher-librarian and teacher includes teacher-librarian (O’Rear) reading: The Cherokee: A Proud People by Suzanne Cloud Tapper. Teacher (Nelson) models questioning during reading to engage students in learning. Teacher (Nelson) and teacher-librarian (O’Rear) model using a Venn diagram to compare our cultures to that of the Cherokee. Teacher-librarian leads discussion while teacher charts feedback.
Lesson #3 : Co-taught by teacher and teacher-librarian. Students review note making skills, proper use of citations, and evaluation of websites and print material with instruction from the teacher-librarian and teacher as they model each process by exploring websites and print materials featuring Cherokee Natives. Students research the culture using resources provided by the teacher/teacher-librarian and complete notes.
Main Lesson: Co-taught by teacher and teacher-librarian. Students have obtained background knowledge of Cherokee culture through prior lessons. To motivate students to learn more about the importance of the oral storytelling tradition, and also expand their creativity for the technology piece of the unit, the teacher-librarian shares an oral storytelling from the Cherokee culture. Students then view the YouTube video, introduced by the teacher, featuring another Cherokee story “Two Wolves”, which is presented in digital format. Students discuss the differences in the deliveries of the stories and the effectiveness of each story to the audience. The teacher leads a discussion regarding the connection to the Cherokee culture that is found in the digital images. Both educators will assist student learning through the use of think aloud as they model the use of text-self connection as one educator reviews the story and the other completes the chart on the interactive whiteboard. Jointly, the teacher and teacher-librarian give students a brief instruction on creating a digital storytelling video by modeling the completion of a storyboard template. The teacher-librarian retells her previous story while the teacher records the information on the storyboard. The teacher-librarian follows up with a discussion on the need for students to observe copyright laws while working on their projects. Students are then divided into small groups to begin selecting their folktale, legend or myth for their project. After reading their selection, students will begin working on the storyboard. Teacher and teacher-librarian will provide support and feedback throughout the process. When storyboards are complete, students will meet in the computer lab to produce their final project. Closure: Finished projects are posted on the class website, after students share their projects with each other in the library. Extensions: Students work in small groups and use a Cherokee folktale, legend, or myth and create a reader’s theatre script and share it with other classes in the school.
Students will select a task from the “Trail of Tears” WebQuest to use as an extension in learning about the Native American Cherokee people.
Students will apply their new knowledge to write an imaginative story using make believe characters or relate a personal experience to that of the Cherokee people.
Nelson (Teacher): Provide resources in a variety of formats (Websites, DVD, WebQuest) to be utilized in co-teaching/modeling.
Make necessary copies for printed materials.
Provide student ability assessment to librarian.
Retrieve assessable R/LA, SS TEKS and AASL standards for lesson.
Provide any necessary pre-instruction before sessions begin.
Teacher will reserve computer lab for students to work on technology component of project.
O’Rear (Teacher-Librarian):
Provides a variety of print resources for students to use throughout the unit plan.
Instructs students on the evaluation of information within resources in the prior lesson.
Models note taking from a website and how to properly cite sources in the prior lesson.
Instructs the class on copyright laws involved with developing digital storytelling projects.
Reserves necessary equipment (headphones w/mics) for completing digital storytelling project.
Provides instruction and support for students and teacher during creation phase of digital storytelling project in the computer lab.
Both: Teacher and teacher-librarian will assist students with the questioning process by working with small groups, or individuals, and reviewing the progress of their question formation during the research process in the prior lesson.
Jointly, teacher, and teacher-librarian will provide feedback on students’ note making files, and graphic organizers during the process and assess students’ final projects.
Jointly, teacher, and teacher-librarian will review the process of creating a Digital Storytelling presentation.
Jointly, teacher, and teacher-librarian will review and assess completed project and make necessary adjustments for future research projects.
||
Preparation
Nelson and O’Rear – 4th Grade
Dates/Times:
Meetings held via daily via wiki, July 20-30
Topic/Curriculum Standards:
English Language Arts/ Social Studies/Technology
Main Lesson: Students will use knowledge obtained through prior lessons in the unit to develop a greater understanding of the Cherokee culture and the importance of the oral storytelling tradition through the study of selected traditional literature (folktales, myths, and legends), and by the creation of a digital storytelling project.
Performance Indicators/Learning Objectives:
Initial objective(s): TEKS
English Language Arts and Reading:
(3) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to: (A) summarize and explain the lesson or message of a work of fiction as its theme; and (B) compare and contrast the adventures or exploits of characters (e.g., the trickster) in traditional and classical literature.
(10) Reading/Comprehension of Informational Text/Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to explain the difference between a stated and an implied purpose for an expository text.
(16) Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: (A) write imaginative stories that build the plot to a climax and contain details about the characters and setting;
(17) Writing. Students write about their own experiences. Students are expected to write about important personal experiences.
Social Studies:
113.6 (1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:
(A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and
(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to: (C) analyze the effects of immigration, migration, and limited resources on the economic development and growth of Texas;
(20) Culture. The student understands the contributions of people of various racial, ethnic, and religious groups to Texas. The student is expected to: (A) identify the similarities and differences within and among selected racial, ethnic, and religious groups in Texas; (B) identify customs, celebrations, and traditions of various culture groups in Texas; and (C) summarize the contributions of people of various racial, ethnic, and religious groups in the development of Texas.
Technology:
5) Information acquisition. The student acquires electronic information in a variety of formats, with appropriate supervision. The student is expected to: (A) acquire information including text, audio, video, and graphics
10) Communication. The student formats digital information for appropriate and effective communication. The student is expected to: (A) use font attributes, color, white space, and graphics to ensure that products are appropriate for the defined audience
AASL Standards:
Inquire, think critically, and gain knowledge.
1.1 Skills:
1.1.2 Use prior and background knowledge as context for new learning.
1.1.3 Develop and refine a range of questions to frame the search for new understanding.
1.1.9 Collaborate with others to broaden and deepen understanding.
Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge.
2.1 Skills:
2.12 Organize knowledge so that it is useful.
2.2 Dispositions in Action:
2.2.4 Demonstrate personal productivity by completing products to express learning.
Share knowledge and participate ethically and productively as members of our democratic society.
3.1 Skills:
3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and responsibly.
Relevance to Students:
Students will find the importance of other cultures in their world by learning of the Cherokee people, their struggles and determination during the East Texas War and the Trail of Tears. In relation to the world of the student; the students will realize how the Cherokee people influenced their world through the questioning process modeled by both educators. Students will gain an understanding of the value of the oral storytelling tradition in the Cherokee culture as they make text-self connections.
Evaluation Tools:
Students will use rubric for self-assessing work
Student checklist for success with digital storytelling project
http://pblchecklist.4teachers.org/view.php3?id=323015
Teacher assessment for student’s final product
Resources:
Some of the resources listed below will be used for prior lessons, the introduction to the main lesson, the modeling process, and as examples of student’s finished work. Remaining resources will be used as reference material for students to gather information, or complete lesson extensions, or subsequent lessons.
Print Materials:
Claro, Nicole. The Cherokee Indians. 1992. New York: Chelsea House Publishers. $20.85 (978-0791016527)
Everett, Dianna. Texas Cherokees: A People Between Two Fights 1819-1840. 1995. Norman, OK: University of Oklahoma Press. $18.85. (080612296X)
Ross, Gayle. How Rabbit Tricked Otter and Other Cherokee Trickster Stories. Illus. by Murv Jacob. 1994. 79p. New York: Harper Collins Publishers. $17.00 (978-0060212858)
Tapper, Suzanne Cloud. The Cherokee: A Proud People. 2005. Berkely Heights, NJ: Enlow Elementary. $17.95 (978-0766024540)
For Additional Cherokee Legends & Folktales see http://tellingtales.wikispaces.com/Cherokee+Legends+%26+Folktales
Websites:
WebQuest – Trail of Tears
http://www.42explore2.com/trailoftears.htm
Texas Indians: Texas Cherokee
http://www.texasindians.com/cherokee.htm
Oklahoma Historical Society’s The Chronicles of Oklahoma http://digital.library.okstate.edu/chronicles/v001/v001p179.html
DVD:
The Trail of Tears: Cherokee Legacy
YouTube Videos:
American Indian Culture: The Cherokee War of East Texas 1839-now
http://www.youtube.com/watch?v=HF3ZzzrM3hA
Two Wolves: An example of digital storytelling
http://www.youtube.com/watch?v=YhbsjtW2NsQ&feature=related
Graphic organizers:
Venn diagram
Notemaking Graphic Organizer
Text to Self Connection
Text to World Connection
Storyboard template
Materials:
Interactive whiteboard
Document camera/projector
Paper/Pencils/Note cards
Access to computer lab
Headphones with microphones
Lesson #1:
Taught by classroom teacher prior to the main lesson: Texas history and impact of the Cherokee people coming to Texas during the time of the “civilization movement” by using a drama play: “The Journey to Texas”.
Lesson #2:
Co-taught by teacher-librarian and teacher includes teacher-librarian (O’Rear) reading: The Cherokee: A Proud People by Suzanne Cloud Tapper.
Teacher (Nelson) models questioning during reading to engage students in learning. Teacher (Nelson) and teacher-librarian (O’Rear) model using a Venn diagram to compare our cultures to that of the Cherokee. Teacher-librarian leads discussion while teacher charts feedback.
Lesson #3 :
Co-taught by teacher and teacher-librarian. Students review note making skills, proper use of citations, and evaluation of websites and print material with instruction from the teacher-librarian and teacher as they model each process by exploring websites and print materials featuring Cherokee Natives. Students research the culture using resources provided by the teacher/teacher-librarian and complete notes.
Main Lesson:
Co-taught by teacher and teacher-librarian. Students have obtained background knowledge of Cherokee culture through prior lessons. To motivate students to learn more about the importance of the oral storytelling tradition, and also expand their creativity for the technology piece of the unit, the teacher-librarian shares an oral storytelling from the Cherokee culture. Students then view the YouTube video, introduced by the teacher, featuring another Cherokee story “Two Wolves”, which is presented in digital format. Students discuss the differences in the deliveries of the stories and the effectiveness of each story to the audience. The teacher leads a discussion regarding the connection to the Cherokee culture that is found in the digital images. Both educators will assist student learning through the use of think aloud as they model the use of text-self connection as one educator reviews the story and the other completes the chart on the interactive whiteboard.
Jointly, the teacher and teacher-librarian give students a brief instruction on creating a digital storytelling video by modeling the completion of a storyboard template. The teacher-librarian retells her previous story while the teacher records the information on the storyboard. The teacher-librarian follows up with a discussion on the need for students to observe copyright laws while working on their projects.
Students are then divided into small groups to begin selecting their folktale, legend or myth for their project. After reading their selection, students will begin working on the storyboard. Teacher and teacher-librarian will provide support and feedback throughout the process. When storyboards are complete, students will meet in the computer lab to produce their final project.
Closure: Finished projects are posted on the class website, after students share their projects with each other in the library.
Extensions:
Students work in small groups and use a Cherokee folktale, legend, or myth and create a reader’s theatre script and share it with other classes in the school.
Students will select a task from the “Trail of Tears” WebQuest to use as an extension in learning about the Native American Cherokee people.
Students will apply their new knowledge to write an imaginative story using make believe characters or relate a personal experience to that of the Cherokee people.
Nelson (Teacher):
Provide resources in a variety of formats (Websites, DVD, WebQuest) to be utilized in co-teaching/modeling.
Make necessary copies for printed materials.
Provide student ability assessment to librarian.
Retrieve assessable R/LA, SS TEKS and AASL standards for lesson.
Provide any necessary pre-instruction before sessions begin.
Teacher will reserve computer lab for students to work on technology component of project.
O’Rear (Teacher-Librarian):
Provides a variety of print resources for students to use throughout the unit plan.
Instructs students on the evaluation of information within resources in the prior lesson.
Models note taking from a website and how to properly cite sources in the prior lesson.
Instructs the class on copyright laws involved with developing digital storytelling projects.
Reserves necessary equipment (headphones w/mics) for completing digital storytelling project.
Provides instruction and support for students and teacher during creation phase of digital storytelling project in the computer lab.
Both:
Teacher and teacher-librarian will assist students with the questioning process by working with small groups, or individuals, and reviewing the progress of their question formation during the research process in the prior lesson.
Jointly, teacher, and teacher-librarian will provide feedback on students’ note making files, and graphic organizers during the process and assess students’ final projects.
Jointly, teacher, and teacher-librarian will review the process of creating a Digital Storytelling presentation.
Jointly, teacher, and teacher-librarian will review and assess completed project and make necessary adjustments for future research projects.
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